1. Why Test? Comparative Diagnostic To standards (criteria based)
To others (norm referenced)
Diagnostic

2. What do we want to learn from the test?
Who knows science and who does not.
NOT who is a good reader and who is not
NOT who is a good test taker and who is not
The ixleb

3. You need a test blueprint
Assures that what is being taught is tested
Assures a balance of coverage of performance objectives
Defines what the test will cover
Is a guide for reporting

4. What makes some tests better than others?
Appropriate number of items for each SE tested (5 is minimum for % correct score)
Requires the use of both knowledge and skills
May cover more than one TEKS
Goes beyond reading and recalling

5. Reading Level Reading levels as low as possible
Sentence structure is simple
Words, other than science vocabulary, should be as simple as possible
Short sentences rather than long

6. Graphics Graphics can simplify and engage
Do not use simply to “decorate”
Use for clarification

7. Alignment to objective
Make sure that the test question is actually aligned to the TEKS and the Student expectation
Make sure it is testing what you taught

8. Some other thoughts Avoid the use of “you”
Provide focus in the questions
Make it clear what you are asking
Avoid negatives
Items shouldn’t “clue” other items
Options should be in logical order
There should be a rationale for the distractor

9. continued The question should have one clearly correct answer
The options should be free of repetitious information
Distractors should be plausible
The options should be parallel
Options should not be opposites of each other

10. That being said….
Let’s look at TSDS